Course Syllabus

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Course Title

Ratios & Unit Rates

Course Audience

6th-grade Math Students

Purpose of Instruction

The purpose of these modules is to give students a deeper understanding of ratios and unit rates to meet the learning objectives outlined by the Georgia Standards of Excellence. 

Georgia Standards of Excellence:

MGSE6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”

MGSE6.RP.2 Understand the concept of a unit rate a / b associated with a ratio a: b with b ≠ 0 (b not equal to zero), and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."

MGSE6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems utilizing strategies such as tables of equivalent ratios, tape diagrams (bar models), double number line diagrams, and/or equations. 

MGSE6.RP.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

ISTE Standards:

  1. Empowered Learner Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students: 
    • c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
    • d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
  2. Digital Citizen Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:
    • a. Cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
    • b. Engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
    • c. Demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
    • d. Manage their personal data to maintain digital privacy and security and are aware of data collection technology used to track their navigation online.
  3. Knowledge Constructor Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others. Students:
    • d. Build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions
  4. Innovative Designer Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions. Students:
    • a. Know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
    • d. Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
  5. Computational Thinker Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions. Students:
    • b. Collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
    • c. Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
    • d. Understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
  6. Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:
    • c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  7. Global Collaborator Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Students:
    • b. Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
    • c. Contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
    • d. Explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Course Learning Outcomes

After completing this course, students will be able to:

  1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 
  2. Understand the concept of a unit rate and use rate language in the context of a ratio relationship.
  3. Use ratio and rate reasoning to solve real-world and mathematical problems using tables, tape diagrams, double number lines, and/or equations.

Contact Information

Mrs. Kasey Nichols

Email: knichols@habershamschools.com

Office Hours: Monday-Friday, 7:10-7:50 & 3:10-4:30

Contact and Troubleshooting

The learners will access the instructor through email, instant messaging, and in person. Students can contact the instructor in whichever way they are most comfortable. Email and instant messaging allow the instructor to assist multiple students at a time instead of visiting each student individually. Instructional videos will be available for students to watch if they have trouble understanding the assignment. If a student runs into a technical or content issue while completing their modules, they will be able to use these forms of contact to get assistance.  Students will be familiar with the online learning platform and all external resources, so there will be no need for an instructional module. However, there will be information on how to contact Canvas if there is a technical issue. 

Learner Support

Students will have access to the instructor as outlined in the paragraph above. The instructor’s role is to monitor student learning and progress and to assist when needed. In addition to the instructor, students will have additional resources linked to each learning module, giving them opportunities to receive additional instruction. The information needed to contact the administrator of each technology included will be present on the appropriate module page. Students will access various accessibility tools, including text-to-speech, screen reader, speech recognition, magnification capabilities, highlighting capabilities, background color changer, and a line guide. 

Accessibility

Students with disabilities will be trained to access the accessibility tools needed to help them succeed. All tools will be Google extensions easily accessible on a student Chromebook. 

In carrying out the parent and family engagement requirements established by Section 1116 of the ESSA, the Director of Federal Programs will communicate and collaborate with the principals of each Title I school to ensure full opportunities for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children including providing information and school reports in a language parents can understand.

Interactivity and Collaboration

The activities included in the learning modules are interactive, including the instructional videos. There are also activities where students will be working in pairs to complete practice activities and have discussions. There are various polls integrated into the learning modules, and students will be able to see how their responses compare to their peers. The instructor will actively observe student interactions and progress while asking higher-order thinking questions to foster critical thinking skills. 

Minimum Technology Requirements

  • Hardware 
    • PC, Mac, Chromebook, or tablet
    • Speakers
  • Software 
    • Windows 10 or newer
    • Mac OS 10.14 or newer
  • Internet Connection 
    • High-speed Broadband Internet Connection is Required
      • Recommended Internet speeds:
        • Download speed of at least 25 mbps
        • Upload speed of at least 3 mbps
        • Ping response of less than 100ms
      • Test your Internet speed using speedtest.net for an accurate speed test representative of your connection.
  • Browsers
    • The most recent release of Chrome or Firefox is Recommended

Technical Competencies and Requirements

Students will be familiar with the technologies in each module and should have little to no issues accessing course content. Students will need to be in an area with internet access to complete their learning modules. The following are the required course materials and will need to be available for students to complete their assignments: 

  • Chromebook/Computer: Students will need a computer or Chromebook to complete assignments. 
  • Canvas- Canvas is the online learning platform where students will access their learning modules. If students are unfamiliar with this platform, several instructional videos will be available for them to access. Privacy Policy
  • Blooket- Blooket is a game-based software where teachers can create question sets and incorporate them into a game format. Privacy Policy
  • Quizizz- Quizizz is software where teachers can create quizzes and have students complete them in a game-based format. Privacy Policy
  • Nearpod- Nearpod will be used in each of the learning modules, so it is imperative that students are familiar with this platform before beginning the course. If students are unfamiliar with this website, an instructional video will be available to help them learn how to navigate it. This website delivers instruction, polls, discussion boards, practice problems, and much more in a presentation format. Privacy Policy
  • BrainPOP- BrainPOP has a variety of learning videos and activities. There are several modules that will have activities from BrainPOP incorporated into them. Students should be familiar with this platform from frequent use, but there will be clear instructions just in case. Privacy Policy
  • YouTube- There will be instructional videos from YouTube in some of the modules. Students will have a direct link to these videos, so there should be no issues accessing them. Privacy Policy
  • Legends of Learning, Math Playground, and Math Snacks- These websites provide various instructional games. Students will have a link to the games in the learning modules, but there will also be instructional videos if students have issues. Privacy Policy
  • 360 Degrees (Virtual Reality)- This website provides 360-degree panoramic views of various places. Students will use this website to explore ratios. They will be given a direct link to the images that they need to access. Privacy Policy
  • MathMammoth- This website has a collection of math games where students can practice the skills that they have learned. Privacy Policy

Structure of Module Design

Students will receive this instruction online through learning modules on Canvas, but they will be in a face-to-face classroom setting. There will be eight learning modules for students to complete in a four-week period. The modules are scaffolded, so students learn prerequisite skills before moving on to the next lesson. Each module will be designed uniformly, and students will follow the agenda in the order it is listed. The framework used for each module will be a warm-up, mini-lesson, collaborative practice, independent practice, and assessment.

Grading

Students will have a mixture of graded assignments, including discussions, complete/incomplete tasks, performance tasks, matching activities, and multiple choice quizzes. Students will receive immediate feedback on matching and multiple choice activities. All other activities will be graded and returned to students within two days. Students are welcome to retry assignments they do not do well on, as long as they give their best effort the first time. Late work will be accepted on a case-to-case basis, depending on the circumstances.  All grades will be located in the "grades" section of the course, and students will have access to them at all times. 

Expectations:

  • Prompt: Be on time. Come into the classroom, gather your materials, take your seat, and begin your work.
  • Polite: Be friendly or neutral to everyone. No bullying will be tolerated. This is a safe zone.
  • Prepared: Come to class ready to learn. Your computer should be charged and ready to go.
  • Productive: Use your time wisely and pay close attention to the course schedule. Be sure to follow the learning modules in order and view all required material. 
  • Patient: Great things take time. Please be patient when seeking help from your instructor; they will get to you as soon as possible. In the meantime, check out the help resources to see if you can find the answer to your question. 

Netiquette:

  1. Be respectful. 
  2. Be careful with humor and sarcasm. 
  3. Do not post inappropriate material. 
  4. Attempt to find your own answer. 
  5. Read and/or watch everything before seeking assistance.

If Habersham County Schools or South Habersham Middle School institutes a Home Learning environment during this school year, students are expected to abide by the Technology Acceptable Use Policy when using school devices (i.e. Chromebooks) and when accessing online content through school-governed applications (i.e. G-Mail, Google Classroom, Google Drive--including Docs, Sheets, and/or Slides). Likewise, when students participate in live, online platforms such as Google Meet and/or Zoom, they are expected to abide by the Technology Acceptable Use Policy and the Student Code of Conduct. Failure to comply with either of these policies will result in disciplinary action by the school. Furthermore, students engaging in traditional bullying or cyberbullying during any Home Learning periods will face disciplinary actions according to school rules and state laws, policies, rules, and laws mentioned in this section can all be found on the school website.

Academic Honesty

A student shall not cheat in any form, whether using another individual's ideas, knowledge, words, or visual images. Participating in any type of academic dishonesty will result in disciplinary action and a possible zero in the grade book. 

Course Summary:

Course Summary
Date Details Due